CRECENCIA DRUSILA LOPEZ

GRADE 12 SCHOOL
SENIOR HIGH SCHOOL
GRADE LEVEL 12
TEACHER AILEEN DIAMANTE ENRIQUEZ LEARNING AREA MEDIA AND INFORMATION LITERACY
TEACHING DATES AND TIME July 1-5 QUARTER FIRST
GAS 12 - TUE 9:45-11:45
DAILY LESSON LOG WED 7:30-8:30
CLASS SCHEDULE Fri 7:30-8:30 WEEK 5
HUMSS 12 MON 8:30-9:30
FRI 8:30-10:45

SESSION 1 SESSION 2 SESSION 3 SESSION 4

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, dditional lessons, exercises and
I. OBJECTIVES remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative ssessment strategies. Valuing objectives support the learning of content
and competencies and enable to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.

The learners demonstrate an understanding of the historical background of media and information; basic theories of
A. CONTENT STANDARDS media and information systems; and concepts of ownership, control, and regulation of media.
B. PERFORMANCE STANDARDThe learners shall be able to make a timeline or historical record of their interaction with and exposure to traditional
• Identify traditional media
and new media and new media, and their
and new media, and their
relationships. MIL11/12EMIL-
relationships. MIL11/12EMIL-
IIIb-5
IIIb-5
• Editorialize the roles and
C. LEARNING • Editorialize the roles and
functions of media in
COMPETENCIES functions of media in
democratic society.
/OBJECTIVES democratic society.
MIL11/12EMIL-IIIb-6
MIL11/12EMIL-IIIb-6
• Search and look up the
• Search and look up the latest
latest theories on
theories on information and
information and media.
media. MIL11/12EMIL-IIIb-7
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.

III. LEARNING RESOURCES
Timeline of Media
Evolution and Ages of Media
Exposure
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials
as well as paper- based materials. Hands- on learning promotes concept development.

A. REFERENCES
 file:///C:/Users/acer/Desktop/SY
%202019-2020/MIL/357562356-
TG-Media-and-Information- file:///C:/Users/acer/Desktop/S
1. Teacher's Guide Pages Literacy-pdf.pdf Y%202019-
2020/MIL/357562356-TG-
Media-and-Information-
Literacy-pdf.pdf
2. Learner’s Materials Pages frontlearners.edu frontlearners.edu
3. Textbook Pages
4. Additional Materials from
Learning Resources (LR) frontlearners.edu frontlearners.edu
portal
LCD Projector, Anycast, LCD Projector, Anycast,
B.Other Learning Resources
Smartphones Smartphones
IV.PROCEDURES
Review the key points of Review the key points in the
1. Reviewing previous
Introduction to Media and discussion of The Evolution
lesson or presenting the
Information Literacy from the of Traditional to New Media
new lesson
previous lesson. from the previous lesson.
Show a picture of the
maiden voyage or sinking of Draft a timeline of their
B. Establishing a purpose the RMS (Royal Mail Ship) exposure to traditional
for the lesson Titanic. Talk about this and new media on a bond
famous world event of April paper.
14, 1912. 2
Pose this question to the
1. Presenting learners: “If the Titanic sank Internet of Things as
examples/instances of the today, in what format would Theory of Media and
new lesson people receive or read the Information
news?”
Allow the pairs fifteen
(10) minutes to search
Discussing new concepts
Evolution of Media and answer the following
and practicing new skills #1
questions about The
1700s) Internet of Things (IoT):
Industrial Age (1700s-
What brought this theory
1930s)
Discussing new concepts about? (example: ideas,
Electronic Age (1930s-
and practicing new skills #2 technology, another
1980s)
theory)
Information Age (1900s-
2000s)

F. Developing mastery
(Leads to formative
assessment)
G. Finding
practical/applications of
concepts and skills in daily
living
H.    Making generalizations
affect your life (personal,
and abstractions about the
lesson professional, academic,
I.     Evaluating learning
J.     Additional activities for
application or remediation
V.           REMARKS
VI.          REFLECTION
A.            No. of learners
who earned 80% on the
formative assessment
B.            No. of learners
who require additional
activities for remediation.
C.            Did the remedial
lessons work? No. of
learners who have caught
up with the lesson.
D. No. of learners who
continue to require remedial
E. Which of my teaching
strategies worked well? Why
did these work?
Emphasize to the learners
that the coexistence of
Do you like the concept
traditional and new media
of IoT ? Why or why not?
is a reality called media
convergence
Given the available media
What do you think is the
that we now have in the
relationship / cause and
world, what are its roles and
effect of IoT in media and
functions in a democratic
information literacy?
society?
In what way does media How do you think IoT will
evolve and affect Filipino
society in the next 3 to 5
social,
• Givenothers)?
the available media years?
that we now have in the
Have the learners create
world, what are its roles and
that timeline through
functions in a democratic
presentation software.
society?
Give the rubrics to the
• In what way does media
learners at the start of
affect your life (personal,
the activity.
professional, academic,
social, others)?
GAS 12- 30/32 GAS 12- 32/32
HUMSS 54/56 HUMSS 56/56
2 0
YES YES
0 0
YES YES
F. What difficulties did I
encounter which my
NONE NONE
principal or supervisor can
help me solve?
G. What innovation or
I let the learners use their I let the learners use their
localized materials did I
mobile phones to present mobile phones to present
use/discover which I wish to
share with other teachers? their output their output